1984

George Orwell's //1984// if one of my favorite books. Following September 11, 2001 the issues and messages in //1984// seem to have become even more important. Because of the relevance that the themes, images, and issues in 1984 have in our modern world it is an ideal masterpiece of literature to teach to high school students.

Most high school students are very opinionated and eager to express their own views and beliefs on privacy rights, government, social equality, and freedom of speech - a perfect environment for engaging class discussions.

While the book does include violence and sexual content, if handled in a professionally these will not cause a problem. Yet, because of this, most schools reserve this book for either eleventh (11) or twelfth (12) grade English students.

Here follows further information about //1984//, some strategies that can be used while teaching the book, and other sources that you might find helpful when preparing your unit. (While these strategies have been grouped into before, during and after categories, many of them are fluid and can be used during different stages of teaching.)

= = = **__General Information__** =

Concept/Vocabulary Analysis
This is an informative document about the plot, organization, central questions, themes, setting, point of view, literary terms, vocabulary issues, background knowledge, implications for students of diversity, gender issues, and research issues/project ideas for 1984.



Raygor Readability Evaluation
Devised by Alton Raygor (1977), this readability formula is designed specifically for middle/secondary level reading material. More reliable than formulas like the Fry Readability graph (1977) which included syllable counts, the Raygor count is also easier to determine. Cautions about readability formulas are (1) as they give a grade-level score it is important to remember that the grade level is rather ambiguous if we do not also consider a reader's prior knowledge, their interests, and background experiences and (2) other factors that should merit consideration include conceptual density, word frequency, and writing clarity. (Grierson, BYU)



The Cloze Procedure
Originated by Taylor (1983), a Cloze passage contains systematically deleted words. The cloze procedure is used to: (1) Determine what students already know about a given topic and (2) Assess the suitability of a new text for students by testing their prior knowledge and language competence as they attempt to fill in the deletions.

The Cloze procedure is not intended to identify are qualify a student’s reading comprehension – though it may reveal related issues – the cloze procedure is to help identify what is the student’s instructional reading level.



= = = **__Before Strategies__** =

Reader's Tool Kit
This is a simple book mark that students can use while reading their book that help remind them to: establish a purpose for reading, ask questions, make predictions, and visualize.



Heber Readiness
To introduce students to abstract concepts and ideas before they meet them upon reading the book. This strategy also directs the students' attention to important concepts and assist them in drawing options and conclusions about basic themes and concepts in the navel prior to reading the novel.

This activity provides a number of benefits. One basic benefit is the ability a teacher has to evaluate the students prior knowledge, thoughts, and perjuries in order to prepare the appropriate scaffolding needed throughout the unit. Another benefit is activating the students' interest in themes/topics of the book.



DR-TA or Directed Reading-Thinking Activity
The DR-TA Strategy (Directed Reading-Thinking Activity) is used to foster critical awareness by guiding students through a reading process that involves prediction, verification, judgment, and extension of thought.



= **__During Strategies__** =

List-Group-Label
This strategy helps students activate prior knowledge related to the book, learn vocabulary and develop categorization skills. It encourages students to practice metacognitive thinking skills.

This reveals students prior knowledge, personal beliefs and or thought, and shortcomings related to themes or topics in the book. If used as a pre-reading activity this will help identify where more or less scaffolding will be necessary. If used as a during- or even post- reading activity it will help assess the students understanding and ability to synthesize ideas, themes, and topics.

One other great benefit is the continual learning it promotes as students must evaluate their own reasoning while listening to other students reasoning for moving words between groups and/or why groups are labeled they way they are. This need activates their persuasive abilities and facilities teaching manners to effectively communicate what and why one is thinking.



4 Corners
To introduce students to abstract concepts and ideas before they meet them upon reading the book. This strategy also directs the students' attention to important concepts and assist them in drawing options and conclusions about basic themes and concepts in the navel prior to reading the novel.

This activity provides a number of benefits. One basic benefit is the ability a teacher has to evaluate the students prior knowledge, thoughts, and perjuries in order to prepare the appropriate scaffolding needed throughout the unit. Another benefit is activating the students' interest in themes/topics of the book. If done as a during or after strategy this activity provides an effective way to evaluate how the students are interacting with the novel and their understanding of important topics/themes. (Obviously the questions that will be asked change depending on the time this strategy is being used.)

Also, this activity requires the students to use higher thinking skills such as evaluation in order to elect what corner they belong in. It also allows them to learn how to work in groups to record information in support of their position and to practice their power of persuasion when arguing why their point of view is the correct one.



Vocabulary Desk Top Teaching
To teach pertinent vocabulary for 1984 while activating multiple learning styles at one time.

Students will be able to define new vocabulary words, use them in sentences, understand them in their reading, and know the etymology of the word.



Bio Poem
To help students understand and be able to interpret character traits and also to be aware of the effects of these traits throughout 1984. It is crucial that students recognize that these observations, which can be gained by completing a character analysis, and an enormous effect on the story as a whole.

Students will be able to recognize and identify qualities of characters in any particular work of literature. Students will be able to depict traits of a character utilizing symbolic representations. Students will be able to appreciate the significance of evaluating character's traits and be able to explore how these traits are responsible for actions that occur within 1984.

This activity will also help the students learn three misconceptions about poetry: poetry must rhyme, poetry must be beautiful and pretty, nothing occurs in poetry because writing is predominantly descriptive.



Problematic Situation
To help students to understand differing perspectives or problems within a text.

This strategy utilizes problem solving and decision making skills, allows students to approach text from varying perspectives, creates interest in a story situation, and connects text to student priorities and values.



Body Biography
To help students understand and be able to interpret character traits and also to be aware of the effects of these traits throughout 1984. It is crucial that students recognize that these observations, which can be gained by completing a character analysis, and an enormous effect on the story as a whole.

Students will be able to recognize and identify qualities of characters in any particular work of literature. Students will be able to depict traits of a character utilizing symbolic representations. Students will be able to appreciate the significance of evaluating character's traits and be able to explore how these traits are responsible for actions that occur within 1984.



Collaborative Annotation
To help students improve their individual annotation skills while co-constructing their interpretations of the text. Through annotation, students will be taught how to make text to text, text to self, and text to world connections while also interacting with the structure and other features of the text itself.

This strategy will stimulate a small or large group discussion that engages and honors different perspectives of the same text. It will also help the students to begin discussions texts that they are reading one with another and reveal how they can help each other to understand or interact with the text in a different way.



= = = **__After Strategies__** =

Socratic Seminar
The purpose of the Socratic Seminar is not to arrive at a "correct" answer or interpretation. Instead, through skillful questioning, knowledge and understanding are constructed by learners themselves as they move between the different levels of Bloom's taxonomy. The Socratic Method involves questions, answers, and reflection, all leading to a deeper understanding.

This technique promotes a balanced, open-minded consideration of ideas and issues rather than a debate. Through such a process it also requires them to process through each level of Bloom's taxonomy.

During the assessment process students at all levels learn a significant amount, while demonstrating understanding of concepts taught. The teacher holistically, accurately and effectively assesses student understanding.



= = = **__Other Sources__** =

__Web Sites__
[|1984 English Companion] The English Companion Ning is an amazing recource for any English teacher. A Ning is an online platform for people to create their own social networks, and the English Companion Ning is a social network of English teachers. This link is only to one of the many different pages on 1984 that you can find. Once there you can do a search for the others. If you wish to join the Ning and become an active member of the growing community send me a message with your email and I will send you an invite.

[|Big Brother Is Watching] This site spotlights articles and other sources about an individual's right to privacy and about houw public opinion is manipulated. It included infomration on:
 * Domestic Surveillance
 * U.S. Patriot Act
 * Privacy Online
 * Advertising
 * Doublespeak
 * Presidential Campaigns

[|Teacher Cyber Guide 1984] This provides supplemental activities and we resources that were developed as part of the Schools of California Online Resources for Educators Project. It includes activities that are part of:
 * Rhetorical Analysis
 * Persuasive Essay

[|How Much Fact In Fiction?] Here you will find information that will help students understand:
 * the historical context 1984 is based on - the mood and political climate of 1949 Europe
 * the society Orwell created in 1984 and modern society in the United States - similarities and differences
 * modern privacy issues and the justifications behind privacy violations are are subject to debate

[|1984 Extensoin Project] An amazing project that students enjoy. While intended for the long chapters (9 and 10 of Part II - Goldstein's Book) it can be used at any time. This project will alert students to current media persuasion and to extrapolate information from the novel, applying it to previously seemingly unrelated topics.

[|1984 Vocabulary] 38 pages of possible vocabulary words for 1984, their definitions, quizes, test, and answers.

[|A Teacher's Guide To The Signet Classic Edition of George Orwell's 1984] An excellent source with more information about //1984// and other before, during and after reading activities.

[|Wikipedia - 1984] Don't tell your students, but it is a good site for simple coverage on 1984. Also an amazing site with countless links to other sources.

[|SparkNotes - 1984] And if you students ever knew you read these too what would they think. Again, an amazing sources to provide ideas, facts, themes, and basic character analysis.

[|Free PowerPoint Presentations] At this site there are countless PowerPoints that can be used to introduce the book, the author, it's themes, and countless other topics. While some are better than other, each of them do have ideas or information that you can join to make your own. A great quick resource for background information.

[|“Big Brother is Watching”: A Unit on Totalitarianism in Literature] Another site that provides possible unit ideas, activities, and strategies that can be used while teaching 1984.

__Music__
[|YouTube - 1984 by Spirit] This is YouTube, so if Big Brother, umm I mean your school, does not allow access be sure to download it and save in a file format that you can open at your school. (To do this you can use this site [|KeepVid] or other sites like it.)

1984 by David Bowie
media type="youtube" key="gH9WnSOISv0" height="344" width="425" This is one of the songs from David Bowie's album [|Diamond Dogs] (1974). Diamond Dogs is an album based on Orwell's 1984 - beyond that it is a good album. [|lyrics]

Robot Man by Rick Makeman
media type="youtube" key="fhFtTw5T7eU" height="344" width="425" Rick Makeman's album [|1984] (1981) has a number of other songs that you can use while teaching the book. [|lyrics]

1984 by Anthony Phillips
While this is another album based on 1984, it is mostly instrumental and not vocal. What is interesting though is the cover art work (see the image above). The cage on the cover art is supposed to be a reference to the cage that is placed over Winston's head while in Room 101.

Ninetten-Forty-Eightish by Roy Harper and Jimmy Page
media type="youtube" key="eumlnmUCbyY" height="344" width="425" Another great example, but warning there is language in this song. [|lyrics]

Faceless by Behind Enemy Lines
While I have not found a video of this song yet, the [|lyrics] are amazing and right on point for 1984.

1984 by Eurthmics
media type="youtube" key="L5KI82d15JM" height="344" width="425" This comes from the soundtrack for the Virgin Films production of 1984. Again, this sound track is a great source for other songs (both with lyrics and instrumental) to help students understand the tones and mood of the novel.

Citizen Erased (2001) by Muse
media type="youtube" key="7DJ_a_N3Nqo" height="340" width="560" While there is no direct quote about 1984, it was inspired by the novel. [|lyrics]

Testify (2000) by Rage Against the Machine
media type="youtube" key="1JSBhI_0at0" height="344" width="425" This will bring the themes and messages of 1984 to current times and life. Warning, Rage Against the Machine is a very political band and this video of theirs does not shy away from that. [|lyrics]

Wake Up (It's 1984) by Oingo Boingo
media type="youtube" key="eM-j4iZu9wo" height="344" width="425" While dated, like many of the other music videos, the [|lyrics] are spot on.

The Resistance (the album 2009) by Muse
This is an amazing album related to 1984, and it is modern. They are still playing these songs on the radio, MTV and VH1. The kids hear these today, and some may even have them on their playlist - why not show them the inspiration behind them?! (What follows are just a few of their songs.)

United States of Eurasia (2009) by Muse
media type="youtube" key="0Ok0expLH1o" height="344" width="425"

media type="youtube" key="8u-DAhg-ie4" height="385" width="640"

Much slower and more calm than the others, though it does not directly quote or site 1984, the themes are present. Warning, the second video (the music video) is graphic in nature. [|lyrics]

Uprising (2009) by Muse
media type="youtube" key="AtZV5XdfqrI" height="344" width="425"

media type="youtube" key="w8KQmps-Sog" height="385" width="640"

Another good one ... [|lyrics].

Resistance (2009) by Muse
media type="youtube" key="Vtj4cDs2LKE" height="340" width="560" A great song to use during Book II as the romance starts to develop. [|lyrics]

Talk Shows On Mute (2004) by Incubus
media type="youtube" key="vDGfBXxSTS4" height="344" width="425" Another modern song that makes direct reference to 1984. [|lyrics]

2+2=5 (2003) by Radiohead
media type="youtube" key="lstDdzedgcE" height="344" width="425" There are a number of references to 1984; though not blaytent, they are there. Listen, or read the [|lyrics,] carefully.

Doublespeak by Thrice
media type="youtube" key="BQFwd95NcNQ" height="344" width="425" Doublespeak ... something that happens everyday, but no one talks much about. So here is a song about it. [|lyrics]

The Beginning is the End is the Beginning by The Smashing Pumpkins
media type="youtube" key="M2rC0ze6LGQ" height="344" width="425" If the title by it self is not enough to be a reference to 1984 this song highlights a few of the themes, but the end message is about the effect hate can have on a society.